Springfield College
School of Professional and Continuing Studies
Boston campus
Diagnosis and Psychopathology, MMHC 617/B1 (3 credits)
January 2016
INSTRUCTOR:
Dee E. Dale, CAGS, LMHC, LMFT
ADDRESS:
Springfield College/SHS
529 Main Street
Boston, MA 02129
OFFICE PHONE:
EMAIL:
(781) 643-3985
ddale@springfieldcollege.edu
CLASS SCHEDULE: 1/9, 2/6, 2/27, and 3/19
SATURDAYS: 9:30AM - 5:30PM
REQUIRED TEXT:
DSM 5 Learning Companion for Counselors. Stephanie F. Dailey, Carman S. Gill, Shannon L.
Karl and Cassey A. Barrio Minton. American Counseling Association, Alexandria, VA 223043
(www.counseling.org).
RECOMMENDED TEXT:
DSM5™, Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, 2013, American
Psychiatric Association: (www.dsm5.org.)
RECOMMENDED READINGS:
The Adult Learning Theory Andragogy of Malcolm Knowles:
www.slideshare.net/elearningindustry/theadultlearningtheoryandragogyofmalcolmknowles
COURSE DESCRIPTION:
This course addresses etiology, diagnosis, and treatment, including psychopharmacology and
prevention of mental and emotional disorders, and dysfunctional behavior, including addictive
behaviors. Utilizing DSM 5 and the Mental Status Exam, it explores the most frequently
appearing psychopathologies in our multicultural and diverse population. General principles and
practices for the promotion of optimal human development and mental health will be discussed
to include issues of social and economic justice.
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Syllabus: Diagnosis and Psychopathology, MMHC 617 B1
COURSE OBJECTIVES:
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Administrative Insert
1, Demonstrate a working knowledge of the concepts of psychopathology leading to
Bio-psychosocial assessment, diagnoses and appropriate treatment plans.
2. Demonstrate and utilize knowledge of basic classifications of commonly prescribed
psychopharmacological medications and identifying effects and side effects of such
medications.
3. Articulate the impact of cultural diversity, and labeling of persons with mental health
disorders.
4. Identify various treatment modalities applicable to specific disorders.
5. Discuss diagnosis and psychopathology in the context of social and economic justice.
6. Explain the known etiological factors in mental health disorders.
COURSE OUTCOMES:
Instructor Initiated
Students who successfully complete this course will be able to …
1. …comfortably apply to the required, recommended and other standard professional texts to
locate, identify and explain psychopathology concepts and terms.
2. … define and apply the concepts and terms in processes of biopsychosocial assessment,
diagnoses, organized treatment and status evaluation planning.
3. …recognize and apply a standard Mental Status Examination (MSE) Instrument in the
Process of assessment and evaluation.
4. …understand and describe the source, history, purpose and various sections of the DSM5.
5. …reference standard pharmacology texts and the Physician’s Desk Reference (PDR) to locate
and describe the basic classifications of commonly prescribed psychotropic medications;
identify effects and side effects of such medications.
6. …engage with the reference resources to identify and explain conventional treatment
modalities applicable to specific disorders.
7. …name and explain the source and purposes of the Standards of Cultural Competence and
The relevance of cultural competence to mental status diagnosis and treatment.
8. …describe and explain issues and elements of cultural diversity that require awareness,
knowledge and skills of the various ways people view and interact with disorders and disease
processes.
9. …apply and justify methods of diverse assessment and treatment approaches, adjustments,
diagnostic considerations and clinical labeling variations that have been approved for use to
accommodate diverse populations.
10. …present an analysis of how the social justice context, attitudes and conditions may impact
mental status and diagnostic practices.
11. …explain and provide examples of mental illness etiological factors.
12. …present and justify the ethics and efficacy of collaboration and consultation in the
diagnostic and treatment planning processes.
---------------------------------------------Syllabus: Diagnosis and Psychopathology MMHC 617 B1
End p. 2
Page – 3
COURSE FORMAT
The Adult Education (Andragogy) operational format will be used to engage
students in an instructor facilitated process of setting a safe learning environment,
exploring new information, designing and implementing teaching, sharing and
learning modules. Students are not to report attendance issues or problems to the
instructor. In the event of an absence, upon return, students are to apply to
instructor for permission to submit an instructor designated “makeup”
assignment. The assignment will be related to the work of the day of absence and a
professional development enrichment activity.
All students are required to thoroughly read every chapter and be
familiar/conversant with supplemental materials assigned. Students are to report to
monthly sessions ready to discuss the readings, well prepared to contribute subject
related ideas, concerns or questions during the class time.
Writing assignments are to be prepared before class and submitted on due dates.
Written work due dates may be reasonably negotiated relevant to the extenuating
circumstances, at the discretion of the instructor. Students will take responsibility
for cooperatively designing and implementing a process for facilitating class
dialogue. The Instructor is ultimately responsible for substantive contributions to
the facilitation processes, clarifications and progress activities. The Instructor is
available via email or telephone to respond to any academic relevant issues and
course related technical data challenges that you may encounter Course credits
are accrued for each individual’s contribution to their (instructor designated)
facilitation leadership team’s process, cooperative design and implementation of
dialogue plan; full engagement in class dialogues; formative evaluations; and for
identifying and sharing academic enrichment resources (handouts, books,
conferences and other professional enhancement references). Diverse skills and
abilities are acknowledged, respected, accommodated and included.
Formative Evaluation: After each class session, there will be an opportunity and
credits given for substantive feedback on content, activities, performances,
contributions, and adherence to college, course and class goals, regulations,
guidelines and conduct.
Summative Evaluations are implemented by peer review process and an
important end of term course assessment online activity; please comply.
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Syllabus: Diagnosis and Psychopathology MMHC 617 B1
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COURSE OVERVIEW:
Every aspect of assignments will be examined and explained in orientation
session, first day of class. Thereafter, the Team Collaboration and Consultation
(TCC) periods (9:30 - 11:00 a.m.) can include a review of assignments and other
concerns.
SESSION I: ORIENTATION and INTRODUCTIONS AGENDA
1. Instructor’s Self Introduction and Safety Interactive
2. Syllabus and Scope of the Study: Review and Dialogue
3. Communications Regulation: Debate, Dialogue Distinguishing Contract
4. Table Tents (TT): (Please be responsible; bring your TT every session)
5. College Responsibilities: Handbook; Breaks and Lunch
6. Lessons Across the Curriculum Introduction and Dialogue
7. Course Format: Adult Education and Facilitation Leadership Team Process
8. Lecturette: Theoretic Frame of Reference: Humanistic Theory and Terms
 Ethical Responsibility: Ethnicity and Culture in Humanistic Context
 Cultural Competency; Critical Social Analysis; Social Justice;
 Open and Affirming; Honoring Diversity: “Diversity Wheel”
 American Census Data; Immigration and Globalization/Neoliberalism
9. Interactives: Read, React, Dialogue re: Lecturette and Handouts.
 Handouts (Distribute: Read for on-going/semester lessons and dialogue)
 Peggy McIntosh Article
 Diversity Handouts (“Isms;” “Alphabet;” “ Credo;” “ Scardy Chicken etc.)
10.Pre-Class Assignment Dialogue:
 Text Introduction, Chapters 1 and 2
 Personal Reactions/Responses
 Submit papers.
11. Homework Assignment for Session II
 TEAM ASSIGNMENTS: (Instructor designated; Students name)
 Team I: Chapters 3, 4, 5 and 6
12. Comments; Concerns, Observatons, Questions, Formative Evaulation
================================================
Syllabus: Diagnosis and Psychopathology MMHC 617 B1
Page – 5 of 10
Note: The content and structure of this syllabus are subject to chages based on the availability
of significant contemporary scholarship information or other course enhancement resources.
Students receive extra credit points for introducing and sharing resources and materials
relevant to course topics, events, activities. Student have the responsibility to express concerns
and negotiate adjustments to course content and activities. Pursuant to College policies, course
goals and objectives, at the instructor’s discretion, all additions, negotiations, or adjustments will
be fairly considered and incorporated where feasible.
SESSION II: TEAM I Facilitates Chapters Dialogue: (Chapters 3, 4, 5, and 6)
PART 1: Team Collaboration and Consultation Period (9:30 a.m. – 11:00 p.m.)
Leadership Teams 1 and 2 Facilitate today.
PART 2: Instructor: Orientation Review
 Safety; Assignments
 Dialogue/student Questions, Concerns, Comments, Observations
 Diversity Lessons Continued: Alphabet; Pledge and Dialogue
 Written Work, Format and Ratings Information (Structure and Content)
PART 3:
1.5 hours Time Slot
Team I
Leadership Team I: Dialogue Session Topics :
Chapters 3, 4, 5 and 6.
 Disorders: Precise and Related Diagnostic Information
 Chapters: 3. Depressive , 4. Bipolar, 5. Anxiety, 6. Obsessive Compulsive
PART 4: Assessment of Team/Critical Feedback; Formative Eval: Lesson/Class.
PART 5: Instructor Facilitates Review and Continuation of General Lesson
======================================================
SESSION III
TEAM II (Chapters 7, 8, 9, 10)
PART 1: Team Collaboration and Consultation Period (9:30 a.m. – 11:00 p.m.)
PART 2: Instructor/Housekeeping Duties and Any Orientation Review needed.
PART 3:
1.5 hours Time Slot
Team II
Leadership Team II: Diaglogue Session Topics: Chapters: 7, 8, 9, and 10.
 7. Trauma and Stressor Related Disorders
 8. Gender Dysphoria,
 9. Substance Related and Additions
 10. Disruptive, Impulsive Control,
PART 4: Assessment of Team/Critical Feedback; Formative Eval. Lesson/Class.
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Syllabus: Diagnosis and Psychopathology MMHC 617 B1
Page – 6
SESSION III
TEAM III (Chapters 11, 12, 13, 14)
PART 1: Team Collaboration and Consultation Period (9:30 a.m. – 11:00 p.m.)
PART 2: Instructor/Housekeeping Duties and Any Orientation Review needed.
Lesson (An across the Curriculum topic focused )
PART 3:
TEAM III
Chapters: 11, 12, 13, and 14
11. Specific Behavioral Disruptions
12. Neurodevelopmental and Neurocognitive Disorders,
13. Schizophrenia Spectrum and Psychotic Disorders,
14. Dissociative Disorders
PART 4: Assessment and Critical Feedback; Formative Eval. Lesson and Class.
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SESSION IV
Class and Instructor Facilitated (Chapters 15, 16, and 17)
PART 1: Team Collaboration and Consultation Period (9:30 a.m. – 11:00 p.m.)
Finalizing Reports: All Team Reports due --Today-PART 2: Instructor/Housekeeping Duties; Assignment Completion Business.
PART 3: Instructor and Class Lead Activities: Reading Review Exercise
Each class member is to have one (1) item prepared (written out) for
each chapter (15, 16, 17) as a reading review quiz of these three chapters. Indicate
page source of information. E-mail your items to instructor two weeks before the
class. A written exercise will be coordinated by instructor. It will be graded,
discussed and collected in class.
Chapters
15. Somatic Symptoms and Related Disorders,
16. Looking Ahead: Personality Disorders,
17. Practical Implications for Counselors
PART 4: Assessment of Cooperative Reading Review Activity Critical Feedback;
Formative Eval. Lesson/Class.
PART 5: Course Goals and Objectives Review
Oral Summative Evaluations (PLUSES and WISHES) Instructor: Dee E. Dale
Reminder: On-Line Summative Evaluation Time
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Syllabus: Diagnosis and Psychopathology MMHC 617 B1
Page – 7
ASSIGNMENTS
ASSIGNMENT #1: Pre-class
Assignment 15% of Course Grade
See/Request Handout: Details to be discussed in class.
ASSIGNMENT #2: Term Paper (See instructions on separate handout)
Due date: In hand or post marked by 3rd Session.
A Psychopathology Topic with Case Study:
25% of Course Grade
ASSIGNMENT #3: Facilitation Leadership Team: Coordination, Session
Planning and Implementation. Integrated facilitation format: Each member must be
familiar with every member’s segment and content of leadership responsibilities. A
cooperative preparation effort is required and will be graded. Open communication
is essential. The first segments (9:30-11: 00) of each of two class sessions will be
devoted to team coordination, collaboration, and consultation with Instructor
(TCC).
The facilitated session is to be planned for two hours, including dialogue and
formative feedback. The Instructor is your consultant and will be available during
TCC.
25% of Course Grade
ASSIGNMENT #4: Team Peer Evaluation and Team Process Report
See handout forms: Both Blue: Instructions affixed.
15% of Course Grade
ASSIGNMENT #5: Class Participation: (Instructor lead lessons; Team Process)
20% of Course Grade
INFORMATION and GUIDELINES for SUCCESS NOTICE: The syllabus is
a binding agreement between the Instructor and the students in the course.
After distribution of the syllabus; changes to the syllabus must be (1) explained,
discussed and agreed to by all parties without coercion, (2) distributed in writing,
(3) distributed to all course participants.
Pursuant to the adragogical (Adult Education) format and based on the Instructor’s
discretion, the content and order of this syllabus is subject to alterations or
augmentations relevant to enhancing the learning process, accommodating student
interests and requests, the availability of revised, field to topic significant course
supplements. The above stated College policy and procedure will be honored and
applied.
Syllabus: Diagnosis and Psychopatholgy MMHC 617 B1
Page – 8
INSTRUCTOR’S ATTENDANCE/CLASS ABSENCE POLICY
1. Class begins promptly at 9:30 a.m. and ends at 5:30 p.m.
2. Attendance will be taken during the class in the morning.
3. Two absences will result in a final course grade of “F.”
Students cannot be absent for more than 25% of the number of class sessions
within a course (e.g., one absence in a course that meets four times). All absences
must involve legitimate reasons, such as health problems, family emergencies, or
unexpected employment related duties.
Exceeding the number of absences during a course, results in an “F” for the course
if the student has not submitted a written request for a course withdrawal or a leave
of absence for the term. Eligibility for a course withdrawal or a leave of absence is
possible only within the time limitations established by the School’s Leave of
Absence Policy and Withdrawal Policy. Requests for withdrawals or leaves of
absence beyond the time limitations must be submitted in writing to the Dean of
the School. The student should inform the instructor in advance of an anticipated
absence. In the event that this is not possible, it is the student’s responsibility to
communicate with the course instructor no later than three days after the absence
has occurred. (Please see student handbook for complete policy.)
INCOMPLETE POLICY
All assignments are expected on the date assigned in this syllabus. Failure to
complete assignments in a timely manner will be considered as an early warning
signal that a student is having trouble completing the course for a passing grade.
Incompletes will be given only for excused, documented emergency
situations. (See Student Handbook).
CHEATING AND PLAGIARISM: Plagiarism is a term used when discussion of
academic dishonesty arises. Simply, plagiarism means using someone else’s
material without acknowledgment. To avoid plagiarizing, students must be
careful when quoting or citing from materials, paraphrasing from other’s work, or
submitting work prepared in whole or part by someone else without properly
crediting the author(s). Academic dishonesty can also occur by misrepresenting or
misusing the Springfield College affiliation in assignments, projects, and
internships, pre-practical, practical or other field placements, or in misrepresenting
course requirements to other students, submission of fictitious materials for the
portfolio or in assignments, or misusing a position of authority in pre-practical,
Syllabus: Diagnosis and Psychopatholgy MMHC 617 B1
Page – 9
practical internships, or other field placements. Faculty members are expected to
report all instances of alleged academic dishonesty to the Campus Director. (See
Student Handbook)
NOTE: Each student in the course is responsible for all SPCS academic
policies and college policies as found in the School of Professional and
Continuing Studies Student Handbook.
SPECIAL SERVICES: Springfield College and the School of Professional and Continuing
Studies are committed to providing an equal educational opportunity for all students. Any
student who requires a reasonable accommodation to meet the requirements of this course is
encouraged to notify the instructor as soon as possible. Reasonable services and
accommodations are provided for students with physical, psychological, and learning disabilities
based on need. The disability must be documented with appropriate evaluations administered by
qualified professionals. This documentation must be on file with Assistant Dean (James R.
Whitley) 617-242-3361, ext. 225, campus designee for the SPCS Office of Student Support
Services.
The syllabus is a binding agreement between the faculty member and the students in the
course. After distribution of the syllabus, any changes to the syllabus must be (1) agreed to
by all parties without coercion, (2) distributed in writing, and (3) distributed to all parties
CRITERIA FOR ASSESSING FORMAL WRITING ASSIGNMENTS
1. CLARITY OF EXPRESSION: The writer expresses ideas in a natural voice
that permits a smooth reading and clear communication of ideas. The ideas are
written so they can be understood easily, and the reader does not have to struggle
to understand what the writer is saying.
2. LOGICAL ORGANIZATION OF IDEAS: Most college papers require an
introductory paragraph (or two) that grabs the reader’s attention, makes the reader
want to continue reading, and gives the reader some idea of what the paper is
about. The main idea of the paper does not have to be stated in the opening
sentence or even in the opening paragraph, but it should be clear before the end of
the essay. What’s important is that the reader has a sense of the writer’s direction
throughout the essay and that each paragraph should flow logically into the next.
3. ELABORATION AND DETAIL: The writer needs to develop the ideas of the
essay fully and provide adequate supporting detail. Details can include examples,
allusions, statistics, quotations, paraphrases, summaries, and more. Has the writer
answered questions such as “what,” “what if,” “why not,” “how,” “how come”?
Syllabus: Diagnosis and Psychopatholgy MMHC 617 B1
Page – 10
4. CRITICAL THINKING: The writer needs to demonstrate the ability to
analyze a subject from different perspectives, identify what’s at stake in each of
these perspectives, and connect his or her conclusions to the central theme of the
paper. It is not enough to present supportive examples without making clear the
significance of these examples and how they advance the point the writer is trying
to make.
5. EFFECTIVE USE OF RESEARCH TECHNIQUES WHERE
APPROPRIATE: The writer needs to select appropriate material from
references to support ideas, use a variety of references, integrate the source
material smoothly into the flow of the paper, and demonstrate consistent and
correct use of the APA documentation style.
6. EFFECTIVE USE OF LANGUAGE AND DICTION: The writer should use
vocabulary that is suitable to the subject and the audience. Are the words used
accurately and effectively?
6. MECHANICS AND USAGE: Mechanics include the standard conventions of
spelling, capitalization, punctuation, and correct paragraph indentation. Usage
involves issues of verb tenses, apostrophes, subject verb agreement, noun pronoun
agreement, run-on sentences, sentence fragments, and misplaced as well as
dangling modifiers. Occasional errors that do not interfere with the reading of
a text may be considered acceptable.
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END of SYLLABUS: Diagnosis and Psychopathology
MMHC 617 B1
See Instructor for all related Handouts.
Available at First Class Session.
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